This study examines at the elementary school level four different types of instruments in order to assess their capability to measure the attitudes toward arithmetic of third and fifth grade children. The four arithmetic attitude instruments were administered using a Latin Square model and included: the Dutton-Thurstone Scale, the Dutton-Likert Scale, a Guttman-type Hoyt Scale, and a version of the Semantic Differential measuring the concept "Arithmetic and Me." The intercorrelations among the scales yielded correlations significant at the .01 level, in all cases, across grade and sex. The multiple regression analysis to predict teacher arithmetic grade indicated that I.Q. is the best predictor for both grades and sexes; however, the addition of arithmetic attitude scale scores did contribute positively to the prediction of teacher grade with the Hoyt Scale contributing the most. The regression analysis to predict Iowa Arithmetic Total inferred that I.Q. was the single best predictor. Again, the addition of arithmetic attitude scale scores contributed positively to the prediction with the Dutton-Likert being the most significant predictor in all cases except girls, grade five, where the Hoyt contributed most to the multiple correlations. (Author/DG)